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Review
. 2019 Dec 30;16(1):e1067.
doi: 10.1002/cl2.1067. eCollection 2020 Mar.

What works to improve early grade literacy in Latin America and the Caribbean? A systematic review and meta-analysis

Rebecca Stone  1 , Thomas de Hoop  1 , Andrea Coombes  1 , Pooja Nakamura  1
Affiliations
Review

What works to improve early grade literacy in Latin America and the Caribbean? A systematic review and meta-analysis

Rebecca Stone et al. Campbell Syst Rev. .
No abstract available

PubMed Disclaimer

Conflict of interest statement

The authors declare that there are no conflict of interests.

Figures

Figure 1
Figure 1
Change in mean scores in third‐grade reading, 2006–2013.(1) Only changes shown in blue or black are statistically significant. (2) The mean score for the region includes all countries in this graph with equal weight Source: from Are Latin American children's reading skills improving? Highlights of the second and third regional comparative and explanatory studies (SERCE & TERCE). Washington, DC: American Institutes for Research; p. 15. Reprinted with permission
Figure 2
Figure 2
Percentage of third graders scoring at level 1 or below on reading, 2013.(1) Lowest levels include level 1 and below. (2) The mean score for the region includes all countries except for Cuba, El Salvador, and Honduras with equal weights. (3) Cuba's and El Salvador's scores are from 2006 Source: from Are Latin American children's reading skills improving? Highlights of the second and third regional comparative and explanatory studies (SERCE & TERCE). Washington, DC: American Institutes for Research; p. 19. Reprinted with permission
Figure 3
Figure 3
Theory of change
Figure 4
Figure 4
Systematic review phases: initial search to quality review
Figure 5
Figure 5
Risk of bias assessment of quantitative intervention studies
Figure 6
Figure 6
Impact of teacher training programs on reading outcomes. CI, confidence interval; RCT, randomized controlled trial
Figure 7
Figure 7
Impact of technology in education programs on reading outcomes on the basis of RCTs. CI, confidence interval; RCT, randomized controlled trial
Figure 8
Figure 8
Impact of one laptop per child program on reading outcomes on the basis of RCTs. CI, confidence interval; RCT, randomized controlled trial
Figure 9
Figure 9
Impact of one laptop per child program on reading outcomes on the basis of RCTs and quasiexperimental studies. CI, confidence interval; RCT, randomized controlled trial
Figure 10
Figure 10
Impact of nutrition programs on reading outcomes in Latin America and the Caribbean region based on RCTs. CI, confidence interval; RCT, randomized controlled trial
Figure 11
Figure 11
Impact of nutrition programs on reading outcomes in Latin America and the Caribbean region based on quasiexperimental studies. CI, confidence interval
Figure 12
Figure 12
Impact of nutrition programs on reading outcomes in Latin America and the Caribbean region based on RCTs and quasiexperimental studies. CI, confidence interval; RCT, randomized controlled trial
Figure 13
Figure 13
Impact of nutrition programs on reading outcomes in Latin America and the Caribbean region based on randomized controlled trials with a high risk of performance bias. CI, confidence interval; RCT, randomized controlled trial
Figure 14
Figure 14
Funnel plot to test for publication bias in impact of ICT programs
Figure 15
Figure 15
Funnel plot to test for publication bias in impact of nutrition programs
See this image and copyright information in PMC

References

References to included studies

    1. Abadzi, H. , Crouch, L. , Echegaray, M. , Pasco, C. , & Sampe, J. (2005). Monitoring basic skills acquisition through rapid learning assessments: A case study from Peru. Prospects, 35(2), 137–156.
    1. Adrogue, C. , & Orlicki, M. E. (2013). Do in‐school feeding programs have an impact on academic performance and dropouts? The case of public schools in Argentina. Education Policy Analysis Archives, 21, 50.
    1. ASER (2013). Annual status of education report 2013—rural. Retrieved from http://www.prathamusa.org/sites/default/files/aser_2013.pdf
    1. Athayde, M. D. L. , Giacomoni, C. H. , Zanon, C. , & Stein, L. M. (2014). Evidências de validade do subteste de leitura do teste de desempenho escolar. Psicologia: Teoria e prática, 16(2), 131–140.
    1. Bandini, H. H. M. , Oliveira, C. L. A. C. , & Souza, E. C. (2006). Habilidades de leitura de pré‐escolares deficientes auditivos: Letramento Emergente. Paidéia, 16(33), 51–58.

References to excluded studies

    1. Antonioli, J. (2011). Reflexões sobre as políticas de dicionários do governo brasileiro para alunos de alfabetização. Educação & Sociedade, 32(115), 549–563.
    1. Arellano‐Osuna, A. (1990). The empowering of teachers with whole language literacy events: A Latin American experience (Report).
    1. Baessa, Y. D. (1996). Predictores de lectura en niños guatemaltecos del área marginal. Revista Latinoamericana de Psicología, 28(2), 263–271.
    1. Barra, G. (2009). Oral narrative skills for Chilean preschool children. University of Massachusetts Lowell.
    1. Barra, G. , & McCabe, A. (2013). Oral narrative skills of chilean preschool children. Imagination, Cognition and Personality, 32(4), 367–391.

Additional references

    1. August, D. , Carlo, M. , Dressler, C. , & Snow, C. (2005). The critical role of vocabulary development for English language learners. Learning Disabilities Research and Practice, 20(1), 50–57.
    1. Banerjee, A. V. , Cole, S. , Duflo, E. , & Linden, L. (2007). Remedying education: Evidence from two randomized experiments in India. The Quarterly Journal of Economics, 122(3), 1235–1264.
    1. Benitez, Y. G. , & Flores, S. M. (2002). Sondeo de habilidades preacadémicas en niños y niñas Mexicanos de estrato socioeconómico bajo. Revista Interamericana de Psicología, 36(1‐2), 255–277.
    1. Berry, C. , Barnett, E. , & Hinton, R. (2015). What does learning for all mean for DFID's global education work? International Journal of Educational Development, 40, 323–329.
    1. Bhattacharyya, S. (2004). If you build it they will come: Creating a field for project based approach in learning science through qualitative inquiry and technology integration. Proceedings of QualIT2004: The Way Forward, Brisbane, Australia, November 24–26, 2004, Griffith University.

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